RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Text/Resources to be Used (Optional):
Any grade level text
Rationale:
When responding to literature, students often use superficial evidence to support their answers, indicating an inability to infer meaning and go beyond a literal interpretation of the text. They also fail to distinguish between strong and weak evidence.
Directions:
Read the attached article or story, then use the graphic organizer to organize your thoughts before responding.
Now use the information from your graphic organizer to compose a three-sentence response to the following prediction question (e.g., "What will probably happen next?"). Use the TEE mnemonic to help you organize your response:
T= Topic sentence: restate the question and answer
E = Provide evidence to support your answer
E = Explain how your evidence supports your answer.
[Editor's Note: Prior to this assessment, the teacher has modeled the use of the organizer, has provided time for a shared practice with a simple story, then advanced practice using a more complex text.]
Scoring:
10 pts:
1 pt for each space on the organizer (6 total)
2 pts for the topic sentence/answer
1 pt for evidence
1 pt for explanation
Analysis:
This assessment will distinguish among the following:
Students who can find text evidence related to a topic or character.
Students who can deduce a pattern in topic, plot or character from the evidence.
Students who can draw a logical conclusion or predict a consequence based on a pattern of evidence in the text.
Students who can synthesize a response to a question based on information in a graphic organizer.
Topic or Focus:
InferenceSubject:
English Language ArtsLevel:
High SchoolKey Standard(s): (from the Common Core State Standards, English Language Arts)
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Text/Resources to be Used (Optional):
Any grade level textRationale:
When responding to literature, students often use superficial evidence to support their answers, indicating an inability to infer meaning and go beyond a literal interpretation of the text. They also fail to distinguish between strong and weak evidence.Directions:
Read the attached article or story, then use the graphic organizer to organize your thoughts before responding.Now use the information from your graphic organizer to compose a three-sentence response to the following prediction question (e.g., "What will probably happen next?"). Use the TEE mnemonic to help you organize your response:
[Editor's Note: Prior to this assessment, the teacher has modeled the use of the organizer, has provided time for a shared practice with a simple story, then advanced practice using a more complex text.]
Scoring:
10 pts:Analysis:
This assessment will distinguish among the following:Contributor:
Heather Cole, Language Lab Teacher, Bullard-Havens Technical High School, Bridgeport, CTAnn Grasson, English Teacher, Bullard-Havens Technical High School, Bridgeport, CT
Editor: Kim M. Bennett, Consultant, Northside Consulting, Hartford, CT